Supporting Mathematical Communication through Technology

Supporting Mathematical Communication through Technology

Chandra Hawley Orrill (University of Massachusetts Dartmouth, USA) and Drew Polly (University of North Carolina ‑ Charlotte, USA)
Copyright: © 2015 |Pages: 17
DOI: 10.4018/978-1-4666-7363-2.ch012
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Abstract

Technology has the potential to support the creation and use of mathematical representations for exploring, reasoning about, and modeling cognitively demanding mathematical tasks. In this chapter, the authors argue that one of the key affordances of these dynamic representations is the synergistic relationship they can play with communication in the mathematics classroom. The authors highlight the ways in which technology-based representations can support mathematical communication in the classroom through a series of vignettes. They conclude with a discussion of the development of teachers' Technological Pedagogical and Content Knowledge (TPACK) for supporting the implementation of dynamic representations.
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Background

In this section, we explain how technology-based representations and communication are interconnected in the mathematics classroom. In order to situate this view, we present a brief overview of the literature on the importance of communication in the mathematics classroom followed by a discussion of the role of representations in promoting mathematical learning. We work from a position that mathematical learning is best achieved through the use of high cognitively demanding tasks (Stein, Grover, & Henningsen, 1996), therefore we also discuss representations in these contexts. We end the section by examining the promise of dynamic representations to support communication in mathematics classrooms.

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